Analysis of Psychological Well-Being of Secondary School Teachers; A Review of Literature
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Date
2022
Authors
Gakinya, Grace Wanjiru
Wasanga, Christine
Kipnusu, Robert
Journal Title
Journal ISSN
Volume Title
Publisher
IPRJB
Abstract
Purpose: The goal of the study was to conduct an
investigation into the psychological wellbeing
of teachers in secondary schools.
Methodology: The research strategy used was a
desktop review. Google Scholar was used to track the
foundational references and relevant scholarly articles.
To fulfill the inclusion criterion, papers from the past
ten years were used.
Findings: Teachers' mental health was found to be
correlated with both their self-efficacy and their work
surroundings, independent of their demographics.
Teachers' psychological well-being was found to be
positively correlated with their levels of affective and
normative commitment, which in turn was found to be
positively correlated with teachers' levels of job
satisfaction, desire to get involved in their work, and
sense of competence on the job.
Unique Contribution to Theory, Policy and
Practice: Based on the findings of this study, it is clear
that assisting educators in developing their teaching
competency and efficacy, as well as providing them
with the tools they need to cope with workplace
pressures, can have a positive effect on their mental
health. It is also advised that, at the program level,
supportive environments for both educators and
students should be established. Psychotherapy based
on the Cognitive Behavioral Theory (CBT) will be
used to examine how emotions and actions are
expressed through one's ability to think. This theory
should be applied in future as it proposes new methods
of thinking that will result in better behavioral and
emotional reactions.
Description
Article
Keywords
Psychological Well-being, Secondary School Teachers